In an article for International Literacy Day 2024, I wrote that this day is always a good prompt to reflect on the state of play on adult literacy, and expressed the hope that 2025 would bring some positive developments to reflect on. So on International Literacy Day 2025, it’s time to reflect again, but – spoiler alert – the positives are harder to see.
So what’s new for 2025? One development keenly anticipated this time last year was the publication of the OECD’s Survey of Adult Skills, released in December 2024. The data show real improvement in the literacy and numeracy skills of young people, testament to the success of policy and delivery in schools and colleges, including the 16–19 English and maths condition of funding, or so-called ‘GCSE re-sits’, policy.
But when it comes to adult literacy and numeracy skills, the data show barely any change over the past decade, with around 8.5 million adults having low literacy and/or numeracy skills (the previous figure was 9 million). Where there were some improvements, such as in adults’ numeracy scores, these were driven by people with higher skills scoring even more highly than last time, while people with lower levels of skills did not improve their scores. This is concerning, and demonstrates a need for policy to focus on support for adults with the lowest levels of skills.
Last year, I noted the opportunity for the incoming government to focus on adult essential skills, given the well-evidenced links between literacy skills and the Government’s stated priority missions on growth and opportunity. I’d hoped the OECD data might kickstart the Government’s action on low literacy and other essential skills. But the policy response has been slow to say the least, and in some respects, has undermined efforts to ensure that everyone has the essential skills needed for life and for work.
The Government has established Skills England, and its first report dutifully highlighted England’s pervasive challenge with low levels of literacy and numeracy skills. We are still waiting for the Post-16 Education and Skills Strategy in the autumn, but we already know from the Spending Review that there is unlikely to be room for additional spending on adult essential skills. Concerningly, the Government’s decision to remove the requirement for adult apprentices to achieve qualifications in English and maths was a clear own goal in the context of 8.5 million adults having low literacy and numeracy skills. These skills are crucial preparation for people’s future careers, and the Government’s ambitions for increased productivity and growth. And yet, so far at least, there’s little mention of adults in the Government’s plans for a National Year of Reading in 2026.
In the context of fiscal constraints and a lack of focus in national policy, how else might we go about supporting more adults to develop essential skills in adult literacy and numeracy? Firstly, and as I noted last year, skills devolution in England has a key role to play. The Government has committed to further devolution, including new areas taking on adult learning commissioning responsibilities and greater flexibilities through integrated funding settlements for established strategic authorities.
Local adult skills strategies must deliver accessible learning opportunities that engage residents, supporting those with literacy and other essential skills needs with clear progression pathways through to higher level skills. These strategies should foster better links between essential skills provision and employment support for unemployed residents – the new economic inactivity trailblazers are an opportunity to join up, for example. Mayoral Strategic Authorities also have a strong focus on place, and are well placed to support community-based ways of engaging more adults in learning, and joining up support with literacy and numeracy with other public services. Holding them to account on progress with adult literacy and numeracy skills will be key.
The second area of focus should be on working with employers. Many adults with low essential skills are already in work, but may be held back in their careers by low skills – and low employer investment in training, in comparison to leading European countries. Leading employers recognise that good literacy and numeracy skills are key to operational efficiency and effectiveness – and we need to encourage more employers to do the same. The Government’s Growth and Skills Levy could help, but the Government could go further by introducing a Skills Tax Credit to incentivise employer investment in literacy and numeracy, and other skills up to Level 5.
Earlier this year, L&W was delighted to join forces with the English and Maths Coalition. This expert-led group, which is still open to new members, is committed to improving English and maths outcomes for learners in post-16 education, with a focus on the most disadvantaged. The group advocates for the 16–19 English and maths condition of funding policy, which has resulted in more young people than ever leaving full-time education with good qualifications in English and maths, and is one of the drivers for improvements in young people’s skills shown in the OECD survey. The EMC also believes every opportunity should be taken to support adults to work towards English and maths, through accessible, high-quality and flexible provision, in person or online – and including within apprenticeships.
The other action you can take this International Literacy Day is to join the Get the Nation Learning campaign. Together with the likes of Channel 4, Make UK and South Yorkshire Mayoral Combined Authority, we’re working to make and win the case for lifelong learning – which must involve renewed focus on improving adult literacy. As our campaign argues: when adults learn, our society and economy thrive.
